Opening Real Doors: Strategies for Using Mobile Augmented Reality to Create Inclusive Distance Education for Learners with Different-Abilities

Tesolin, Amy; Tsinakos, Avgoustos

doi:10.1007/978-981-10-6144-8_4

Cited by 17 publications

(13 citation statements)

References 46 publications

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“…In particular, the results of our study suggested that valorising the affordances of the different modes emerging from mixing AR with ARG and taking into account the UDL principles can contribute towards removing barriers to students' participation in learning. This finding comes in line with Tesolin and Tsinakos' study [82] where the researchers concluded that the provision of multimodal learning opportunities is related to equipping the students with 'alternatives and assistance to activities that contain physical and structural barriers' and therefore, 'these students are no longer limited' (p. 65). For instance, in our study the case of the student with selective mutism was a characteristic example of the ways that a student can be no longer restricted to the shackles of conventional activities used for formative assessment.…”

Section: In What Ways Do the Affordances Provided By The Combination supporting

confidence: 80%

“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning

et al. 2020

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This article reports on the main experiences gained from a teaching intervention which utilised the alternate reality game ‘Helping Nemo’ in an augmented reality environment for formative assessment. The purpose of the study was to explore the ways in which the affordances arising from the combination of alternate reality games and augmented reality, situated in the context of Universal Design for Learning, might facilitate students’ learning amongst the aspects of engagement, participation, and response to students’ variability. The study took place in a public primary school located in a rural area of Cyprus. A second-grade class consisting of 24 students aged 7–8 years old was selected to comprise the sample. A qualitative research approach was adopted. The data collection methods included classroom observations and focus groups with the students. Findings gained from the teaching intervention suggest that the creation of a multimodal environment that draws on the principles of Universal Design for Learning and combines the affordances of alternate reality games and augmented reality for formative assessment contributes towards higher levels of engagement and participation in learning of all students, including bilingual students, students with learning disabilities, and students who are currently disengaged.

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Section: In What Ways Do the Affordances Provided By The Combination supporting

confidence: 80%

“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning

et al. 2020

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“…These two fields of application cover 70% of the studies, which is revealing, and it confirms the global situation of favoring inclusiveness mostly in primary education (Lindsay, 2018). In the third place is long-distance education (8%); here we can reference the study of Tesolin and Tsinakos (2018) which focused on developing three strategies for the elimination of systemic barriers in distance education in regard to inclusive education. Lastly, early childhood education, short cycle of tertiary education and undergraduate or equivalent studies are not reported in the literature reviewed; a possible explanation is the difficulty of having an adequate sample to carry out studies at these educational levels.…”

Section: Results Reportmentioning

confidence: 99%

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

et al. 2019

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The use of Augmented Reality (AR) to achieve educational inclusion has been not deeply explored. This systematic review describes the current state of using AR as an educational technology that takes into consideration the needs of all students including those with a disability. It is done through the analysis of factors, such as the advantages of AR, its limitations, uses, challenges, its scope in the educational field, the attended population and the positive or negative effects of its use in learning scenarios that involve students with diverse educational needs. A total of 50 studies between 2008 and 2018 were analyzed through searching in three interdisciplinary databases: Scopus, Web of Science, and Springer link. For this, the methodological stages considered were planning the review, search, analysis of literature and results report. After analyzing the results, it was possible to demonstrate that the use of AR for inclusive education in the field of sciences is where more studies have been conducted. In regard to the population with disabilities, among the most representative advantages reported were the motivation, interaction and generating interest on the part of the student. At the same time, an important methodological limitation identified was the size of the sample; some investigations were done with two or three subjects, some studies Single Subject Designs were found. In terms of the population attended, the studies generally included students with different impairments (hearing, visual, motor or cognitive), minorities (ethnic, vulnerable), leaving aside other groups excluded as exceptional talents and immigrants, which could be explored in the future. Despite different problems to be addressed, few frameworks to the diversity attention in education were reported, and there was no model and methodology in inclusive education considered in the studies. Finally, from this review we have identified open issues that could give rise to new research in the subject of using AR to favor the creation of inclusive learning scenarios.

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“…Mobile virtual reality, augmented reality, and digital games are examples of this principle. Mobile augmented reality also empowers real-world learning for students with different abilities in a larger global society (Tesolin, & Tsinakos, 2018). Some researchers effectively used a mobile application to allow students to document and take pictures of trees while learning outside in nature (Land & Zimmerman, 2015), while others used augmented reality to effectively instruct students about the context of past and present historical locations in the world around them (Harley et al, 2016 (Yu et al, 2018).…”

Section: Authentic Learningmentioning

confidence: 99%

Mobile Technology

Fox

2019

IRRODL

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The advancement of mobile communication technology has contributed to an increasingly interconnected world; however, these devices are not being used as effectively as they could be to improve global challenges. One challenging issue is the lack of preparation college graduates receive to positively contribute to the needs of an interdependent global society. Organizations such as UNESCO, NAFSA, and the OECD have recently declared the critical need for the rising generation to strengthen their global competence, the capacity to examine societal issues and work alongside those of various backgrounds to make a change. School instructors are crucial to preparing students to thrive in multicultural societies and address present day issues. With a staggeringly high rate of cellular device ownership among college students, mobile devices could be optimally positioned as a multi-functional tool ready to assist students in gaining these skills. This paper proposes that, while mobile devices may have contributed to a growing need for globally competent individuals, they can also be used to expand these capacities within university students. The PISA global competency framework developed by the OECD is used to propose how instructors can use mobile technology and research grounded practices to strengthen global competence in students.

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Opening Real Doors: Strategies for Using Mobile Augmented Reality to Create Inclusive Distance Education for Learners with Different-Abilities

Cited by 17 publications

References 46 publications

“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning

“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

Mobile Technology

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